Browsing by Subject "Cultural diversity"

Now showing 1 - 5 of 5
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    Critical Reflective Practices: Social Inventory
    (Indiana University, 2022-12) Joslin, A'ame
    This activity is designed for students who are seeking to become elementary school teachers and will be teaching in diverse communities, often very different from their own experiences as students. This is an activity to use for developing critical reflective practices engaging in discussions about diversity, inclusion, identity and social justice. This is a self-reflective activity designed to increase the learner’s awareness of their own perspectives and to encourage them to seek out and include the perspectives of others into their social world.
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    Examining Identity as a Variable of Health Technology Research for Older Adults: A Systematic Review
    (ACM, 2022) Harrington, Christina N.; Martin-Hammond, Aqueasha; Bray, Kirsten; Human-Centered Computing, Luddy School of Informatics, Computing, and Engineering
    Innovations in HCI research of health-related pervasive and ubiquitous technologies can potentially improve older adults’ access to healthcare resources and support long-term independence in the home. Despite efforts to include their voices in technology research and design, many older adults have yet to actualize these health benefits, with barriers of access and proficiency actually widening the gap of health inequities. We reviewed 174 HCI publications through a systematic review to examine who is engaged in the design of health technologies for older adults, methods used to engage them, and how different types of participation might impact design directions. Findings highlight that thus far, many identity dimensions have not been explored in HCI aging research. We identify research gaps and implications to promote expanding research engagement with these dimensions as a way to support the design of health technologies that see better adoption among marginalized populations.
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    "How Can I Help?" How Safety Professionals and Institutional Leaders Can Promote Laboratory Safety through Diversity, Equity, Inclusion, and Respect
    (American Chemical Society, 2024) Dunn, Anna L.; Decker, Debbie M.; Hunter, Kirk; Kimble-Hill, Ann; Maclachlan, Jennifer L.; Situma, Catherine; Biochemistry and Molecular Biology, School of Medicine
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    Pathways to Culture, Health and Well-Being Understanding
    (Indiana University, 2022) Kalaitzi, Valia
    “Pathways to Culture, Health, and Well-Being Understanding” is a contemporary, open educational resource (OER) content created firsthand to serve the learning objectives of the "Culture, Health and Well-Being" course. This teaching book focuses on bringing together the new knowledge and developments on understanding how regional cultures and health are intertwined and influence our perceptions and choices on health and well-being. The aim is for students of all majors to get deeper insights on cultural competence as a key driver in the population’s health, health professions, and health systems as well as on its influence on health, and well-being across ethnic and vulnerable groups
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    “Showing up to the conversation”: Qualitative reflections from a diversity, equity, and inclusion book club with emergency medicine leadership
    (Wiley, 2025) Alexander, Andreia B.; Palmer, Megan; Palmer, Dajanae; Pettit, Katie; Emergency Medicine, School of Medicine
    Background: Diversity, equity, and inclusion (DEI) in health care fosters many positive outcomes including improved patient care. DEI initiatives are often created by or require buy-in from departmental leaders with low DEI literacy. Book clubs are one way to develop DEI literacy. The purpose of this paper is to describe how leaders in the department of emergency medicine (DEM) process the information gained from reading a DEI book through discussion in a book club setting and explore how participation enhances their DEI literacy and fosters self-reflection. Methods: This was a qualitative exploratory study based on a constructivist approach. Data were analyzed by four researchers using inductive thematic analysis techniques. Results: Sixty-eight leaders within the DEM participated in 11 book clubs. Nine themes were identified (examination of privilege, initial reaction to discussion about racism, discomfort, worry, self-reflection, release, role recognition, readiness, and education). After prompted examination of their own privilege participants moved through a model of perceived readiness to act. Participants started with feeling paralyzed by the work's enormity or becoming defensive. They then moved toward discomfort with discussions of racism and systemic racism and progressed to discussions around worrying that they were contributing to noninclusive environments. After a period of self-reflection, participants tended to release their paralysis, push aside their defensiveness, accept the role of discomfort, and express the importance of education on these issues. Participants then recognized their role in creating inclusive environments and started discussing what they can do about it, which, for many, was to show up to the conversation. An underlying driver of movement through this model was the education that was provided through the book. Conclusions: By addressing privilege and systemic inequities through the reflective practice and dialogue of a book club, participants demonstrated a growing commitment and perceived readiness to advancing inclusive practices within medicine.